The benchmarks below, which guide our practice, are from the document: Evaluation and Reflection: Measuring Quality and Practice of Inclusive Post Secondary Education.

This evaluation tool, developed by Inclusion Alberta under contract to the Alberta Ministry of Seniors and Community Supports, was authored by John O'Brien, Trish Bowman, Billie Chesley, E, Anne Hughson and Bruce Uditsky. The benchmarks come from years of reflection and experience; the questions associated with the benchmarks below are all ours.

Benchmarks: Inclusive Post Secondary Education

Students are fully engaged in class learning experiences:

Effective initiatives work to ensure that students have the same learning experience in class as their fellow students.”

Does this ring true in the work we do?

Do we encourage students to participate in all of the learning experiences the course offers?

If not, why?

What is the difference in 'meaning' between learning and being present?

Students belong to their class

Instructors should take responsibility for their student as they would for any other student.

Does this happen?

How can we make this happen more often?

How do we influence instructors/classmates to see the student as a full member of the class?

What value do students bring to classrooms?

How do we find out what is going on in classrooms?

How do we build and maintain connections between instructors and other faculty or admin?

Who are the allies you've found on your campuses?

How do we avoid the class seeing students as guests or 'special' or charity?

Is the classroom address about BC-IPSE useful or harmful?

What tactics do you use?

Remember: Dealing with problems together is a powerful way to build alliances

Students pursue a coherent course of study

Convocation conversation

Where are we at on all the different campuses?

What is the connection between being embedded in a department and the way it shapes your identity?

What does this mean for the alumni experience?

Students benefit from and contribute to campus life

Students belong when they take part in campus activities and build friendships and social connections and communicate their belonging back to their community in their choice of activities, dress and language.